Titlebook: Wittgenstein on Practice; Back to the Rough Gr Kevin M. Cahill Book 2024 The Editor(s) (if applicable) and The Author(s), under exclusive l

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Introduction,erge any time soon to unite the discipline, either in perspective or concern. Things have simply become too messy for any sort of well-ordered philosophical cosmos. Still, there are commonalities of interest that for the time being provide the discipline of philosophy with something like a manageabl

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Arbitrary

“Following a Rule” Is a Practice in mind? The word “practice” is not used frequently in the ., although there are numerous remarks that can be held to bear on the concept. Hardly any concrete examples are given, however, apart from the playing of games which is, in any case, not a typical form of practice. . § 320 distinguishes be

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吸氣

Wittgenstein, Meaning and Actionway meaning is linked to what we do. The issue raises two related difficulties: (1) What is the difference between acting and following a rule (of meaning), if the rule can only be described from within a practice? (2) If what we do is supposed to be the only measure of meaning, how to avoid the thr

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審問(wèn)

and , in Later Wittgenstein 1937–1945, the time he composed . and his later remarks on the foundations of logic and mathematics. It allows him to sophisticate his idea that meaning arises “in the practice of language”, emphasizing that it is the fact that there are a . of “techniques” for embedding symbols in forms of life an

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Mathematics and Aspect-Seeingf seeing. They do that by?leading us to a sort of reflective position, which is akin to the mental position from which we see aspects—see things anew, as we can re-see Jastrow’s duck-rabbit?as a rabbit instead of a duck. From this position, we can examine our pre-mathematical, ‘primitive,’ sense of

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Entering a Practice of Mathematical Proof: On the Difficulty of Teaching Proofs agreement on the importance of including proofs at all levels of mathematics education. This consensus is reflected in many national curriculum documents. However, a common experience among educators is that proofs are difficult for students to understand, let alone produce..In response to these pr